Disability Support Service
Teaching Strategies
Teaching
Strategies
for
Students with Mental Illness or
Episodic Conditions
Episodic Conditions
Ongoing episodic disabilities are long term conditions which
have fluctuating periods of poor health and deterioration/
relapse whilst the person generally maintains a level of
functionality. Examples of episodic conditions
 Mental Health Conditions
 Chronic medical conditions
 Chronic Fatigue Syndrome
 Epilepsy
 Back injuries
 Severe Migraines
Medical Certificates are not always be sought for each
episode. Students with episodic conditions and ongoing
treatment programs who have registered with the Disability
Support Service should not be required to produce a
medical certificate for each absence or late submission of
assessment.
Compulsory Attendance Requirements cannot be strictly
applied to students with ongoing episodic conditions. Please
provide study/course materials for classes missed. It is to be
expected that students with episodic conditions will be
unpredictably absent from class on occasion.
Flexible Delivery can overcome some access barriers if the
lecture or class material can be presented in the form of
subject notes, videotapes or audiotapes with copies of any
visual presentations eg. overheads.
Crisis Management
As with any student, an emergency situation may arise. It is
wise to ensure that staff are familiar with any emergency
plan developed by the Disability Liaison Officer in
consultation with the particular client. Emergency plans
include clear procedures and relevant emergency contact
numbers. Plans are available from the Disability Support
Service for ‘at risk’ students.
If you are concerned about the student’s welfare, notify the
Disability Support Service and schedule a case
management type meeting to discuss strategies and
allocate a contact teacher to monitor their progress.
Managing the workload if a student misses extended
periods of their course work may require the student to
withdraw from a subject to concentrate their efforts on
salvaging their other subjects. Students may need directions
on how to apply for remission of course fees.
Tutoring can be arranged through the Disability Support
Service to assist the student to catch up with course work.
Mental health problems are regarded as the most
disabling medical condition, yet least understood in tertiary
education. The term encapsulates a range of often hidden
disorders grouped into three broad areas:
Conduct = behavioural disorders, distractibility, impulsivity
Feeling = anxiety, panic or phobias
Thinking = schizophrenias or manic/depressive disorders
Strategies for Episodes of Mental Illness
 Stay positive, consistent and understanding
 When possible, ignore inappropriate or odd behaviour
and encourage others to do the same
 Specify required behaviour for class participation and
reinforce appropriate behaviours
 Negotiate strategies, such as asking an interruptive
student to write their questions down and direct them to
a teacher after the class
 encourage students to work in quiet locations
 eliminate physical or sensory stimuli which may be
causing a problem
 if possible, try to relocate the person to an area where
there are fewer onlookers
Communicating with Students with mental illness
 use clear and straightforward language
 check that the person understands by asking them
 repeat in different words if necessary take seriously the
emotional concerns the person is presenting
 recognise stress and help the person to calm down
 be clear about the function or role of your service
 if a request is beyond your control, ask the person
how you can best help
Alternate Assessment Arrangements for students vary
according to the nature and impact of the condition upon the
ability to study. After assessing the impact, the Disability
Support Service will notify teachers to recommend
alternatives that accommodate the students needs while
maintaining the integrity of the course. This may involve re-
scheduling a test, allowing reasonable extensions on
assignments, special consideration when marking tests or a
re-sit for tests performed on a ‘bad day’.
Course Selection
Course co-ordinators should discuss with the Disability
Liaison Officer, Case Manager and/or student whether the
student is ready to enter the course. These meetings may
inform students about different courses available and
alternative course delivery. Initial interviews may need to
advise the student to take part-time or lower level course
and progress through course levels with achievement of
outcomes at each progressive level.
Further Information
TAFE Disability Support Service
Croydon, Lilydale & Wantirna Campus
Phone:
9210 1181
Fax:
9210 1142
Email:
disability@swin.edu.au
Location:
W262, Wantirna (other campuses
available by appointment)
Postal Address: W22, 369 Stud Rd,
Wantirna, 3152
Hawthorn & Prahran Campus
Phone:
9214 6964
Fax:
9214 5993
Email:
disability@swin.edu.au
Location:
36 Wakefield Street, Hawthorn
(Prahran by appointment)
Postal Address: H22, PO Box 218
Hawthorn, 3122
Higher Education Disability Support Service
Phone:
9214 8500
Fax:
9214 5993
Email:
disability@swin.edu.au
Location:
36 Wakefield Street, Hawthorn
(other campuses by appointment)
Postal Address: H22, PO Box 218,
Hawthorn, 3122
Or visit: www.swinburne.edu.au/stuserv/disability